Reading Texts Critically

READING
TEXTS
CRITICALLY
CHAPTER 2
GIRLS MOST LIKELY DO WELL IN
ACADEMICS DURING HIGH SCHOOL
YEARS BUT BOYS GET AHEAD OF THEM
IN COLLEGE.
FEMALE TEENAGERS ARE MORE
CONCERNED WITH THEIR PHYSICAL
APPEARANCE THAN MALE TEENAGERS.
WHAT IS CRITICAL
READING?
CRITICAL READING
INVOLVES SCRUTINIZING ANY

INFORMATION THAT YOU READ
OR HEAR.
MEANS NOT EASILY BELIEVING
INFORMATION OFFERED TO
YOU BY A TEXT.
IS AN ACTIVE PROCESS OF
DISCOVERY BECAUSE WHEN
YOU READ CRITICALLY, YOU
ARE NOT JUST RECEIVING
INFORMATION BUT ALSO
MAKING AN INTERACTION
WITH THE WRITER.
REQUIREMENTS IN CRITICAL THINKING:
• The ability to pose problematic questions.
• The ability to analyze a problem in all its

dimensions
• The ability to find, gather, and interpret data, facts,

and other information relevant to the problem.
REQUIREMENTS IN CRITICAL THINKING:
• The ability to imagine alternative solutions to the
problem
• The ability to analyze competing approaches and

answers
• The ability to write an effective argument justifying

your choice while knowledging counter-arguments.
Suggested ways to help you become a critical reader:
1.ANNOTATE
WHAT YOU
READ
2.OUTLINE THE
TEXT
3.SUMMARIZE
THE TEXT
4.EVALUATE
THE TEXT
ANNOTATE WHAT YOU READ:
 One of the ways to interact with the writer is to write on the

text.
 You can underline, circle, or highlight words, phrases, or
sentences that contain important details, or you can write
marginal notes asking questions or commenting on the
ideas of the writer.
ANNOTATE WHAT YOU READ:
WHY DO THEY SAY THAT OUR
ENGLISH IS BAD?
GRACE M. SAQUETON
Who wrote
this essay?
What is the
writer’s stand Why Do They Say That Our English Is Bad?
on the subject
matter?
 English teachers in the Philippines often find themselves in a

very frustrating situation – no matter how hard they try to
teach the rules of written English to their students, the
students still commit errors in the word order, word choice,
subject-verb agreement, tenses, prepositions, articles, What
punctuations, and the like. Teachers get frustrated when account
for
Yeah, I
also they hear or read sentences such as “They decided to got these
errors?
that these married,” “What did the students watched?” or “Ana go to
notice
are
common
the canteen.” It is also alarming because the rules that apply
errors. to these sentences are supposedly simple rules that the
students should have learned in grade school. Yet, here
they are in college, still committing those same errors.
Teacher and linguists alike have sought and What is the
(probably) are still seeking for ways and strategies to strategy
that they
teach English effectively especially in the teachin
light of are using
now?
teachingasEnglish
English as alanguage
a second second language or as g
or as a foreign a foreign
language. Different research studies have been
conducted and different theories have been used to
address the situation. One of the topics that the Look
these
researchers have explored is the recurring errors in terms up
phonology, morphology, syntax, and semantics. They
believed that studying these recurring errors is
necessary to address the supposed grammar
problems of the Filipino college students.
Answering the errors would entail a lot of problems.
First, there should be a clear definition of what
standard is. What kind of English is Standard
English? Dr. Andrew Moody, when asked during the
Who is
this?
International Conference on World Englishes and
Second Language Teaching on how to maintain
correctness and consistency when teaching English
in the Philippines, said that it would be dishonest to
teach Standard English as if it exists. Does this mean
there is no
Standard
English?
OUTLINE THE TEXT:
 In order to fully engage in a dialogue with the text or
with the writer of the text, you need to identify the
main points of the writer and list them down so you
can also identify the ideas that the writer has raised
to support his/her stand.
 You don’t necessarily have to write a structured
sentence or topic outline for this purpose; you can
just write in bullet or in numbers.
Why Do They Say Our English Is Bad?
Thesis statement:
Supporting details:
Point 1:
Point 2:
Point 3:
Why Do They Say Our English Is Bad?
Thesis statement: The concept of Standard English is problematic because

there is no clear definition of what standard is.
Supporting details:
Point 1: The author gives a scenario in the Philippine classrooms in
which English teachers get frustrated because of students’
grammatical errors.
Point 2: The author mentioned that research studies are being
constructed in order to improve teaching English as a
second language but failed to mention what those specific
studies are.
Point 3: The common errors that Filipino college students commit in
their writings are mentioned.
SUMMARIZE THE TEXT:
You can also get the main points of the text you
are reading and write its gist in your own
words.
A summary is usually one paragraph long.
EVALUATE THE TEXT:
 The most challenging part in critical reading is the
process of evaluating what you are reading.
 When you evaluate the text, you question the
author’s purpose and intentions, as well as his/her
assumptions in the claims.
 You also check if the arguments are supported by
evidence and if the evidence are valid and are from
credible sources.

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READING

INVOLVES SCRUTINIZING ANY

• The ability to pose problematic questions.

• The ability to analyze a problem in all its

• The ability to find, gather, and interpret data, facts,

• The ability to analyze competing approaches and

• The ability to write an effective argument justifying

 One of the ways to interact with the writer is to write on the

 English teachers in the Philippines often find themselves in a

Thesis statement: The concept of Standard English is problematic because

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